Academic journal article International Education Studies

The Importance of Feedback in Relation to Doing Practical Teaching Exercises. Opinions Postgraduate Student School of Pedagogical and Technological Education Heraklio of Crete

Academic journal article International Education Studies

The Importance of Feedback in Relation to Doing Practical Teaching Exercises. Opinions Postgraduate Student School of Pedagogical and Technological Education Heraklio of Crete

Article excerpt

Abstract

In this essay are introduced the aspects of scholars of the Annual Programme of Pedagogical Training of ASPAITE in Iraklio of Crete in relation to feedback they receive by their teachers and their co-scholars during the pragmatic teaching exercises. In the 1st part of our essay, the meaning of feedback during the P.T.E. is analyzed. It is presented the operational framework of P.T.E. and is described the methodology of their realization. In the 2nd part of the essay, the research transaction methodology is described. In particular, are presented the aim, the research queries, the sample population, the restrictions as well as the tool of collecting data. In the 3rd part of the essay, the most significant results and conclusions are presented.

Keywords: practical teaching exercises, feedback, opinions postgraduate student, educational team

1. Introduction

Feedback is extremely important in relation to doing Practical Teaching Exercises as it notifies the academics regarding the achievement of their teaching intervention's aims not only in a planning and doing level but also in a level of appraise the teaching intervention.

Furthermore, it contributes to the effective learning and the development of critic contemplation (Giannakopoulou, 2008:13). In relation to feedback, the advantages and disadvantages of Practical Teaching Exercises are observed and ways of improving the Teaching intervention are suggested (Platsidou, 2012: 100). The feedback procedure is based on the supervisor- consultant and the members of the contrainees' team.

Feedback refers to various messages (visual, audio, verbal, non-verbal) which are received by the trainee regarding the results of the teaching actions. In addition, it contributes to the acknowledgement of the strong points of the teaching interference as well as the detection of weak points in order to improve them.

2. The Feedback Meaning in the Practical Teaching Exercises

The feedback meaning is well known from the state area where it confirms the mechanism which informs the operator with the result of its actions and directs its operations (Platsidou, 2012: 100). It usually has two types: the positive and the negative. The positive motivates the system in order to increase its operations whereas the negative leads to the interval of its operations so as to keep its stability (Kapsalis, 2006).

In the field of teaching, feedback constitutes an element for the exercise of the teaching skills. It contributes to the detection of positive characteristics of the teaching interference as well as the detection of the weak ones in order to improve them. Lack of feedback entails no improvement of the trainees' progress or their skills' development (Lerner, 2002; Kapsalis, 2006).

Feedback can be achieved either by the supervisor- consultant or by the trainee himself or by the trainee's team (Platsidou, 2012: 100). Each one of them has composed a survey object since 1970, all of which end up in the same result: no kind of feedback suffices by itself as to motivate the procedures of improving the teaching exercises of a teacher (Giannakopoulou, 2008:13). An overall approach is needed to the procedure of feedback which is provided by everyone namely the supervisor- consultant, the trainee and its team.

In order to be effective, feedback has to be composed by sufficiency, quality, imminence and be realized in a suitable way (Day, 1995).

Feedback contributes to the emergence of critical thought as a cognitive procedure in the Pragmatic Teaching Exercises. (Giannakopoulou, 2008:13). It should take place in each part of the teaching intervention (e.g. introduction, set goals, content, educational techniques, use of speaking, body language, team contact, evaluation etc). It should also be comprehensive in order to give the opportunity to the trainee to realize the strong or the weak points of his teaching method and furthermore be capable to do the necessary improvements. …

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